Lesson 3: CGS #3 with Red and White flowers (Lots of revisions were made for this)

● Materials Needed
○ Teachers
■ Powerpoint
■ Post form CGS #3 on Google Classroom
■ Prep red, white, and pink paper for models from what they are seeing
○ Students
■ Chromebooks
● Open CGS and Form
■ A baggie of containing the red, white, and pink paper cutouts
● Objective: Students will construct the idea that an individual's characteristics are made up of two
“things” one copied from each parent. Students will also begin to construct the idea of a Punnett
Square.
● Standard: MS-LS3-2 and MS-LS3-1
● Lesson Breakdown
○ Start by reminding students of the pattern seen in population #1 and #2 (10 minutes)
■ Could be done as a bell ringer or just a small discussion
○ Set students up in CGS and tell them to choose population #3 (25 minutes)
■ Set up their notebook and have them do twenty crosses
● 5WxR
● 5PxP
● 5PxW
● 5PxR
○ Will talk with students in their small groups about what they observed and then as a large
group look at all the data and write down all initial observations(10 minutes)
○ Break (3 minutes)
○ In small groups students will generate a model of what is happening with the white and
red making pink using the paper cutouts (25 minutes)
■ Make a model that represents how they are explaining that when we have a white
flower and a red flower we get a pink flower. Have students work on this on their
own and encourage them to discuss with other groups and share ideas.
○ Get initial ideas on how they are explaining how we are getting a pink flower from a red
and white.
○ Then ask students to go back and revise their model
■ Question to ask
● We have heard some ideas so let's go back to your models and see if what
you have can help explain why we are seeing white, red, and pink from a
pink and pink.
● Backpocket questions
○ How do we get a white flower from two pink flowers when there
is only pink there?
○ Does this model you made for the white an d red makes pink,
does it help you explain what is going on when we cross pink
and pink?
 ○ Give meaning to the words genotype and phenotype (unsure if this happens here or if this
is in the next lesson)
● Lesson Breakdown Revision #1
○ Still have students collect data but only for
■ White x Red
■ Pink x Pink
○ Share outcomes as a class so that all students have this within their notebooks.
○ Start by taking out the pink flowers from the model generation and just give them the red
and white cut outs. From there ask students to use these to develop a model that would
explain how these traits are passed down from generation to generation
● Lesson Breakdown Revision #2
○ Start with setting up data collection #3 within their notebooks
○ Collect data only for
■ White x Red
■ Pink x Pink
○ Share outcomes as a class so that all students have the outcomes written.
○ Model generation for the first generation to develop the principle that there is one thing
that is copied from each parent and passed along to the parents to make the offspring trait.
■ Start by having a whole class discussion on how what the simulator shows us is
the trait that we see but that there is something within the individual controlling
that.
■ The students first model will be of only the Red x White make all Pink.
○ Students will evaluate other student models and ask for clarification, question, and decide
which they believe would best help explain the pink, white, and red
○ Students will then use the first model to help explain the Pink x Pink cross that results in
pink, white, and red. They also will be asked to predict a cross between a white and a
pink.
■ This is when the second principle developed is established that there are two
things that each individual has.